Matthews Reading Lesson #1

Reading Lesson Plan # 1 Rationale (What evidence do you have that your focus students need to learn this skill/strategy?): Assessment by MT shows that these students read proficiently and quickly, however overall comprehension of texts read suffers due to the speed with which students read. This lesson is to help students pause and think back over what just occurred in stages so by the end of a text they comprehend what occurred. Objective for this lesson (performance, condition, criteria): Students will retell the story up where they are at at any given point in the text. Materials & supplies needed: Text “Tight Times” by Barbara Shook-Hazen

Procedures and approximate time allocated for each event  • Introduction to the lesson  (What will you say to help children understand the purpose of the lesson?  How will you help them make connections to prior lessons or experiences?  How will you motivate them to become engaged in the lesson?) (5-8 minutes)  ·         Several students in my classroom come from families with limited resources- the text is about a father who loses his job from the young son’s perspective. Added is the fact that all the young boy wants is a dog, and students should have no trouble identifying with the main protagonist. ·         I will ask questions such as “Have either of you ever wanted a puppy or a kitty, but your parents told you that you couldn’t get one?” (Hopefully one or more says yes) “Why did your parents say you couldn’t have one?” “Did any of your parents say that a dog/cat was too expensive?” ·         To start off on learning, I will tell the students “We’re going to be reading a book where I’m going to ask you to tell me what happened on the past few pages, and then what has been happening in the book.   • OUTLINE of key events during the lesson (Include specific details about how you will begin and end activities; how you will teach students what the strategy is, how to use the strategy, and when to use it; what questions you will use; how you will help children understand behavior expectations during the lesson; when/how you will distribute supplies and materials) (15-25 minutes) ·         Establish the expectations for what rules there will be during the lesson “While I am reading, you should be following along silently. If you have questions, wait until I stop reading until asking them.” ·         Every few pages of the story, I will pause while reading the text and ask students to tell me what happened on the pages we just read. After they tell me that, then I will ask students to tell me the overall story. ·         At the end of the text, I will ask students to tell me the whole story again. If they have trouble, we can go back through the book to look at the pages to see the order of occurrence in the story. I will ask them why they think they had trouble remembering what happened during this part of the story. • Closing summary for the lesson (How will you bring closure to the lesson and involve children in reflecting on their experiences?  How will you involve them making connections to prior lessons or prepare for future experiences?  What kind of feedback do you want from them at this time?) (5-8 minutes) ·         I will tell students that the reason we paused so that they could retell the story to me so much was so that at the end of the story, they could remember everything that happened and understand that pausing every so often to retell the story to yourself or someone else makes sure that you understand what is going on during the story. Ongoing-Assessment: (How will you know the students are progressing toward your identified objective?  What will you observe for and/or take notes on to help you plan follow-up instruction?) ·         Students will be able to retell the story back to me in the correct order with no wrong details. For a follow up lesson, I would have students read books silently to themselves and then retell the story to me.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? I will read this story aloud to make sure that the students are going at a slower pace.